Reflection: Student Self-Assessment Modeling Genetics - Section 4: Independent Practice

 

In my classroom, students are often able to complete the "independent practice" portion of the lesson working with another student.  The purpose of the practice is not compromised when students work together.  In fact, most times I observe that students create a stronger work product when they are afforded the opportunity to work with a classmate to complete a task. 

Working with a peer to craft a response to a question requires students to engage in dialog and possible defend their thinking before consensus is met.  Students are able to self-assess by comparing their knowledge against their work partner as they discuss the response before committing it to paper.

I like to walk around and listen as students discuss the possible responses to questions.  I intervene only when the discussion sounds like the students are both sharing misinformation.  Then, and only then do I provide interventions aimed at correction of the misconceptions. 

Allowing students to work together to complete an independent practice activity benefits their individual assessment of their knowledge.

  Independent Practice is not always a solo act
  Student Self-Assessment: Independent Practice is not always a solo act
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Modeling Genetics

Unit 2: Unit 3- Growth and Heredity
Lesson 16 of 16

Objective: Students will model how biological traits are passed on to successive generations.

Big Idea: Hereditary information, coded by DNA, is passed down from generation to generation in a predictable way.

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